4

Lesson Exemplar Quarter 1

Week

for Mathematics 3

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 4
Quarter 1: Week 3
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during
the School Year 2023-2024. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction,
distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and
disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over
them.
Development Team
Writer: Marilou T. Aninag
Content Editors: Rica A. Perez
Adonis M. Buton Ian
Jay Arce
Jenny Jesusa S. Catubay
Eldefonso Natividad
Mechanical Editors: Joy Jean Marie L. Rapada
Gina A. Amoyen
Illustrator: Alex T. Dawisan
Layout Artist: Cheryl C. Cantil

Management Team
Tolentino G. Aquino, Arlene A. Niro, Gina A. Amoyen, Rica A. Perez

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

MATATAG School Grade Level 4

K to 10 Curriculum Name of Teacher Learning Area Mathematics
Weekly Lesson Log Teaching Dates and Time Week 3 Quarter First

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners should have knowledge and understanding of
A. Content 1. Properties of triangles and quadrilaterals
Standards 2. Perimeter of quadrilaterals, and composite figures composed of triangles
and quadrilaterals
By the end of the quarter, the learners are able to:
B. Performance
● Find the perimeter of quadrilaterals and composite figures composed of triangles and
Standards quadrilaterals
C. Learning Find the perimeter of quadrilaterals that are not squares or rectangles
Competencies
At the end of the At the end of the At the end of the At the end of the At the end of the
lesson the learners lesson, the lesson, the learners lesson, the learners lesson the learners
will be able to: learners will be will be able to: will be able to: will be able to:
able to:
1. calculate the 1. give the formula in 1. solve for the 1. solve for the
perimeter of 1. give the formula finding the perimeter perimeter of other perimeter of
parallelograms; in of a trapezoid trapezoidal shapes quadrilaterals such
finding the following the correct as parallelogram,
D. Learning 2. give the formula in perimeter of a 2. solve for the formula rhombus, and
Objectives finding the perimeter rhombus perimeter of trapezoid.
of parallelogram trapezoids following 2. follow the correct
2. solve for the the correct formula formulas in solving
3. develop a sense of perimeter for the perimeter of
confidence in their rhombuses quadrilaterals
ability to apply following the
perimeter formulas to correct formula
different
quadrilaterals

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Perimeter of a Perimeter of a Perimeter of a Perimeter of a Perimeter of

Parallelogram Rhombus Trapezoid Trapezoid Quadrilaterals
II. CONTENT (Parallelogram,
Rhombus and
Trapezoid)
III. LEARNING RESOURCES
A. References Math 4, Quarter 3, Module 8 Self-Learning Module of DepEd
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Begin by asking In the previous In the previous lesson, In the previous lesson, In the previous
learners what they lesson, they have they have already they have already lessons, they have
know about already learned learned how to learned how to already learned
perimeter and four- how to calculate calculate the calculate the how to calculate
sided shapes. the perimeter of a perimeter of perimeter of a the perimeter of
Encourage them to parallelogram. This parallelogram and trapezoid. This time, quadrilaterals such
discuss any time, they will rhombus. This time, they will learn the as parallelogram,
quadrilaterals they learn another they will learn another same lesson which is rhombus and
are familiar with and lesson which is lesson which is finding the perimeter trapezoid.
Activating Prior their characteristics. finding the finding the perimeter of different trapezoidal
Knowledge To determine perimeter of a of a trapezoid. shapes. To determine
learners’ prior rhombus. learners’ prior
knowledge about the You can ask this Provide them cut outs knowledge about
lesson, Provide them You can ask this question: of different trapezoidal the previous
cut-outs of different question: 1.Do you already have shapes of different lessons, they are
parallelograms with 1.Do you already an idea on how to measurements and going to answer an
measurements of its have an idea on solve for the perimeter solve for the perimeter activity.
sides and let them how to solve for the of a trapezoid? using any formula.
calculate the perimeter of a The teacher
perimeter of each. rhombus? provides cutouts of

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Let them answer different

Let them answer Activity 9 (FIND ME) quadrilaterals such
Activity 5 (FIND in the Worksheet. as parallelogram,
ME) in the rhombus, and
Worksheet. trapezoid with
measurements of
its sides.

Let the learners

compute for the
perimeter applying
the formulas
learned and let
them also show
their solutions.
Explain that the Explain that the Explain that the Explain that the Explain that the
lesson aims to help lesson will focus on lesson will focus on lesson will focus on lesson will focus on
the learners rhombuses, a trapezoids, a specific different trapezoidal the different
understand how to specific type of type of quadrilateral. shapes of different quadrilaterals such
find the perimeter of quadrilateral. Learners are able to measurements and as parallelogram,
parallelograms. The Learners are able calculate the simple problems on rhombus and
goal is to apply the to calculate the perimeter of the perimeter of trapezoid. The goal
concept of perimeter perimeter of trapezoids and trapezoids, and is to apply the
Lesson
to this specific shape rhombuses; and understand how the understand how the concept of
Purpose/Intention
and discover the understand how lengths of their sides lengths of their sides perimeter to these
relationship between the lengths of their contribute to the contribute to the specific shapes and
their side lengths and sides contribute to perimeter. perimeter. discover the
the perimeter. the perimeter. relationship
between their side
lengths and the
perimeter.

To facilitate the Introduce key Introduce key Recall the keywords Recall the
Lesson Language language, learners vocabulary words vocabulary words learned yesterday keywords learned
Practice will also answer a such as such as "trapezoid," (trapezoid, base, and the previous days,
and "base." Discuss perimeter) and briefly

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

jumbled letter " rhombus," and the meaning of these discuss the meaning (Parallelogram,
activity. "base." Discuss the terms and how they of these terms and rhombus,
The formulated meaning of these relate to the concept how they relate to the trapezoid) and
words are: terms and how of perimeter. concept of perimeter. briefly discuss the
1. Perimeter they relate to the meaning of these
2. Parallelogram concept of terms and how they
3. Distance perimeter. relate to the
4. Width concept of
5. Length perimeter.

Discuss the meaning

of these terms and
their relevance to the
lesson.
During/Lesson Proper
Present a simple Present a simple Present a simple story Present another story Present another
story problem for story problem for problem for them to problem for them to story problem for
them to read, analyze them to read, read, analyze and read, analyze and them to read,
and solve. analyze and solve. solve. solve. analyze and solve.
Problem: Mang Problem: Mang Problem: Mrs. Mary Problem: A Problem: Ana gave
Pedro planted his Jose built a Jane Reyes wants to trapezoidal frame her friend a
vegetable garden with rhombus- study- stay fit, so she walks bought by my rhombus mirror as
varieties of vegetable table for his son. around the trapezoidal brother has the a simple gift for her
Reading the Key
seedlings for his The sides of the park every day before following birthday. The
Idea/Stem
family. His garden is table measure 45 going to school. The measurements: 60 mirror has a length
in a shape of park measures 35 m, cm, 65 cm, 80 cm, of 24 cm. What is
cm. What is the
parallelogram with a 40 m, 55 m and 70 m and 95 cm. What is its its perimeter?
perimeter of the
length of 50 m and a respectively. What is perimeter?
table?
width of 20 m. What the total distance that
is the total distance Mrs. Camello covers
around Mang Pedro’s every day?
vegetable garden?
Questions: Questions: Questions: Questions: Questions:
Developing
1. What did Mang 1. What did Mang 1. Who walks around 1. Who bought a 1. Who gave a gift to
Understanding of the
Pedro do to his Jose build? the park every day frame? her friend?
Key Idea/Stem
vegetable garden? before going to school?
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

2. Why did he plant 2. What is the 2. What is the shape 2. What is the shape of 2. Why did she give
his garden with shape of the table? of the park? the frame? a gift to her friend?
varieties of vegetable 3. What is asked in 3. What is asked in the 3. What is asked in the 3. Do you also give
seedlings? the problem? problem? problem? gifts to your friends
3. What is asked in 4. What are the 4. What are the given 4. What are the given during birthdays?
the problem? given facts that facts that can help facts that can help 4. What is the
4. What are the given can help you solve you solve the you solve the shape of the mirror
facts that can help the problem? problem? problem? given by Ana?
you solve the 5. What is asked in
problem? Present visual the problem?
5. What can you say Present visual representation of the Present visual 5. What are the
about Mang Pedro? representation of trapezoidal park and representation of the given facts that can
the rhombus table explain their trapezoidal frame and help you solve the
Present visual and explain their characteristics, explain their problem?
representation of the characteristics, emphasizing the four characteristics,
parallelogram- emphasizing the different emphasizing the four Since they already
shaped garden as four equal sides. measurements of its different know how to solve
illustrated below. lengths. measurements of its perimeters, you can
Introduce the lengths. divide the class
idea that Ex. Perimeter of the into 4. Let them
calculating Trapezoidal Park Ex. Perimeter of the show a visual
perimeter of a 35 m
Trapezoidal Frame representation of
rhombus involves the rhombus
adding up all the mirror in a form of
side lengths. drawing and label
Ex. Perimeter 55 m the correct
70 m
of the measurements.
Rhombus- Then, solve for the
study- Table perimeter using the
correct formulas.
40 m
35 cm
Let each group
To solve the present their
given problem, To solve the output after
we must know given problem, working.
the we must know

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
the

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

measurements of all measurements of all

How do we find the the sides of the park. the sides of the frame.
perimeter of the
To solve the given rhombus table The lengths of the Questions:
problem, we must above? sides of the 1. What are the
find the distance trapezoidal park are measurements of
around Mang Pedro’s To find the as follows: the sides of the
vegetable garden. perimeter of a frame?
rhombus table as Side 1 = 35 m
Explain that illustrated above, Side 2 = 40 m ● The
perimeter is the total follow these steps: Side 3 = 55 m measurements of
distance around a Side 4 = 70 m the sides of the
closed plane figure. 1. Identify the frame are as
To determine the measurement of Questions: follows: 60 cm, 65
perimeter of the the side. 1. What to do with cm, 80 cm, and
vegetable garden of Side = 35 cm the sides? 95 cm.
Mang Pedro, follow ● What will you do
these steps: 2. Since a rhombus ● Add the again with the
has 4 equal sides, measurements of sides in order to
1. Identify the length simply add all the all the sides. find its
and the width of the lengths of the P= side1 + side 2 + perimeter?
garden. sides. side 3 + side 4 - Add all the
Length= 50 m P= Side + side P= s1 + s2 + s3 + s4 sides.
Width = 20 m + side + side P= 35 m + 40 m + 55 ● Call one pupil to
m + 70 m show the correct
2. Add the P= s + s + s + s P = 200 m formula and the
measurements of all Therefore, the number sentence
the sides of the P = 35 cm + 35 cm perimeter of the of it.
garden. Since the + 35 cm 35 cm trapezoidal park is
figure has 4 sides, we P = 140 cm 200 m.
say that Perimeter =
length + length +
width + width. Then How do we find the
P= l + l + w + w perimeter of this
figure?

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

3.Using the formula Therefore, the To find the perimeter

you developed, perimeter of the of a trapezoid, simply
substitute the figure above is add all the lengths of
measurement of each 140 cm. the sides.
side then add. P= Side1 + side2 +
For concept side3 + side4
P=l+l+w+w development, P = 35 m + 40 m (two
P= 50 m + 50 m + learners will work parallel sides) + 55 m
20 m + 20m by pair and will do + 70 m
P = 140 m Activity 6 (ADD
ME) provided in (Two non-parallel
Therefore, the the worksheet. sides)
perimeter or the P= 75 m + 125 m =
distance around 200 m
Mang Pedro’s Therefore, the
vegetable garden is perimeter of the figure
140 meters. above is 200 m.

For concept
development, learners
will work by pair and
will do Activity 10
(IDENTIFY ME)
provided in the
worksheet.

Demonstrate the Demonstrate the Demonstrate the To deepen their To deepen

formula for finding formula for finding formula for finding the understanding on learners’
the perimeter of the perimeter of a perimeter of the how to solve for the understanding of
parallelograms using rhombus using trapezoid using perimeter of the concept, they
Deepening
another formula. another formula. another formula. trapezoids, provide will work by pairs.
Understanding of the
them activities to Let them answer
Key Idea/Stem
Since there are 2 Since a rhombus Since a trapezoid has answer. This can be Activity 13
pairs of parallel sides has 4 equal sides, only one pair of done in a form of a (SOLVE ME)
in a parallelogram we can also use parallel sides, you can game. provided in the
Follow this formula. this formula. worksheet.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

also follow this

P = (2 × length + (2 x P = 4 x side or formula:
width) P= 4 x s or 4s
Show how this Example: Finding the
formula accounts for Show how this Perimeter of
the two pairs of equal formula accounts trapezoidal park from
sides. for the 4 equal the given problem
sides.
Ex. 1. Perimeter of P = side 1 + side 2
the parallelogram- Ex. Perimeter (parallel sides) + side
shape garden of the 3 + side 4 (non-
rhombus- parallel sides)
L = 50 m study-table
P = side 1 + side 2
35 cm
35 cm + 40 cm
(parallel sides) +
L= 50 m 55 cm + 70 cm
(non-parallel sides)
P = (2 x Length) + Side length= 35 cm P = 75 cm + 125 cm
(2 x Width) P = 4 x side P 200 cm
P = (2 x 50 m) + P = 4 x 35 cm
(2 x 20 m) P = 140 cm Therefore, the
P = 100 m x (40 m) perimeter of the
P= 140 m ● Therefore, the trapezoidal park is
perimeter of still 200 cm even
Therefore, the the rhombus- though you use
perimeter of the study table is another formula.
parallelogram- still 140 cm
shaped garden is still even though
the same even you use
though you use another
another formula. formula.
For better
understanding, To deepen learners’
Activity 1 (WHAT understanding of
FORMULA AM I?) the concepts,
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
will learners will

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

be accomplished by answer Activity 7

the learners in the (SOLVE ME
provided Worksheet. MORE!) found in
This can be done by the activity sheet.
group.

Ask the following

questions after doing
the activity.

- Have you
answered all the
given tasks?
- Did you follow
the formulas in
solving for the
perimeter of
parallelogram?
- What concepts
need further
discussion?

After/Post-Lesson Proper
Ask learners to Ask learners to Ask learners to share Ask learners to share Ask learners to
summarize what share what they've what they've learned their understanding share their
they’ve learned about learned about about calculating the of calculating the understanding of
calculating the calculating the perimeter of perimeter of calculating the
perimeter of perimeter of trapezoids. Encourage trapezoids. perimeter of
parallelograms. rhombuses. them to generalize the quadrilaterals.
Making Generalizations
Encourage them to Encourage them to process by explaining
and Abstractions
generalize the generalize the how they would You can ask this You can ask the
formulas for finding process by approach perimeter question? following
perimeter across explaining how calculations for  How to find the questions?
different shapes. they would different trapezoids. perimeter of a 1. What is
approach trapezoid perimeter?
perimeter
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

You may ask the calculations for You can ask this ► To find the 2. How do you find
following questions: different question? perimeter of a the perimeter of
1.What is Perimeter? rhombuses. ● How to find the trapezoid, simply closed figures?
* Perimeter is the perimeter of a add all the lengths 3. What are the
total distance around You can ask this trapezoid? of all the sides formulas used in
a closed figure. question? To find the perimeter using this formula: solving for the
2. How do we solve for ● How to find the of a trapezoid, simply P = side1 + side2 + perimeter of
the perimeter of a perimeter of a add all the lengths of side3 + side4 or parallelogram,
closed figure such as rhombus? all the sides using this rhombus, and
parallelogram? To find the formula: P = s1 + s2 + s3 + s4 trapezoid?
To solve for the perimeter of a P = side1 + side2 +
perimeter of a rhombus, simply side3 + side4 or
closed figure like add all the lengths
the parallelogram, of all the sides P = s1 + s2 + s3 + s4
get the sum of the following this
lengths or get the formula: P = s1 +
sum of the s2 + s3 +s4 or you
measurements of can also multiply
its sides using the length of the
these formulas: sides by 4 following
● P=l+l+w+w this formula:
● P = (2 x L) + P = 4 x side or 4 x
(2 x W) s or 4s
Or P = 2 x (l + w)

Let the learners Let them answer Let them answer Let them answer Let the learners
answer Activity 2 Activity 8 (YOU Activity 11 (ANSWER Activity 12 answer Activity 14
titled “SOLVE ME” CAN DO IT) ME) provided in the (CALCULATE ME 1) (EXPLORING
in the Worksheet provided in the Worksheet. Have them provided in the QUADRILATERALS)
The learners will do it Worksheet. Have work individually to worksheet. Have them in the Worksheet.
Evaluating Learning independently or in them work calculate the work individually. They will do it
pairs to demonstrate individually to perimeter using the Check their answers independently.
their understanding. calculate the formula. Check their to assess their Check their
perimeter using work to assess their understanding. solutions to assess
the formula. Check understanding. their
their work to understanding.
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

assess their
understanding.

For advanced For advanced For advanced For advanced For advanced
learners, provide learners, challenge learners, challenge learners, challenge learners, present
them with more them with an them with an activity them with an activity more complex
challenging activity activity that that involves that involves irregular shapes or mixed
such as Activity 3 involves higher irregular trapezoids trapezoids or mixed problems involving
Additional Activities for (COMPLETE ME) measurements of or mixed quadrilaterals. For different types of
Application or For learners needing sides. For learners quadrilaterals. For learners needing extra quadrilaterals. For
Remediation (if additional support, needing extra learners needing extra support, offer guided learners needing
applicable) let them do support, provide support, provide practice exercises with additional support,
Activity 4 (MATCH additional practice additional practice step-by-step offer extra practice
ME) provided in the problems with problems with assistance. problems with
Worksheet with guidance. guidance. guidance.
guidance.

Remarks
Reflection

Prepared by: Reviewed by: Approved by:

Subject Teacher Master Teacher/Head Teacher School Head

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Answer Key Quarter 1, Week 3 Day 4

Activity 4 MATCH
Activity 1. Activity 2 SOLVE ME Activity 3
ME
WHAT COMPLETE ME
FORMULA AM I? 1. 11 cm + 11 cm + 8 cm + 8 cm = 22cm +16 cm = 38 cm
1. C
2. ( 2 x 9 cm ) + ( 2 x 3 cm ) = 18 cm + 6 cm = 24 cm 1. 130 cm
1. A 3. (20 cm x 2 ) + ( 16 cm x 2 ) = 40 cm + 32 cm = 72 cm 2. 22 cm 2. E
3. 230 cm 3. B
2. C 4. 36 cm + 36 cm + 20 cm + 20 cm = 72 cm + 40 cm = 112 cm
4. D
3. A 5. (25 cm x 2 ) + ( 12 cm x 2 ) = 50 cm + 24 cm = 74 cm. 4. 350 cm
4. C 5. 144 cm
5. C
Activity 6 ADD ME

1. 40 x 4 = 160 m Activity 7 SOLVE ME MORE!

Activity 5 FIND ME
2. 25 cm x 4 = 100 cm
1. 150 x 4 = 600 m or 150 m + 150 m + 150 m + 150 m = 600 m
1. E 3. 45cm x 4 = 180 cm
2. 75 x 4 = 300 m or 75 m + 75m + 75 m + 75 m= 300 m
2. C 3. 300 x 4 = 1200 cm or 300 cm + 300 cm + 300 cm + 300 cm = 1200 cm
3. B 4. 150 x 4 = 600 cm 4. 500 x 4 = 2000 m or 500m + 500m + 500m + 500m = 2000 m
4. D 5. 50 cm x 4 = 200 cm or 50 cm + 50 cm + 50 cm + 50 cm = 200 cm
5. A 5. 32 cm x 4= 128 cm

Activity 11 ANSWER ME
Activity 8 YOU CAN DO IT Activity 9 Activity 10 IDENTIFY ME
1. 47m
1. 144 cm 1. 32 cm 1. A
2. 860 cm 2. 63 m 2. B 2. 77 cm
3. 68 cm 3. 49 cm 3. A 3. 48 m
4. 192 cm 4. 20 cm 4. D 4. 49 m
5. 1020 cm 5. 36 m 5. C 5. 45 m

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Activity 12 CALCULATE ME! Activity 14 EXPLORING QUADRILATERALS

Activity 13 SOLVE ME MORE
Activity A.
1.22m + 24 m + 52m + 58 m = 1.
1. 65 m x 4 = 260 m
156 m a. Parallelogram
2. (2 x 80m) + ( 2 x 45 m ) = 160 m + 90 m = 250 m
b. 25 m
3. (40m + 50m ) + ( 70m + 60m ) = 90 m + 130 m = 220 m
c. 18m
2.45m + 55m + 90 + 110 m = 4. 25 m + 20m + 100 m + 90 m = 235 cm
d. P= ( 2 x 25 m ) + ( 2 x 18m )
300m 5. (2 x 30m ) + ( 2 x 70m ) = 60m + 140 m = 200m
or P = 2 x ( 25 + 18 m )
or P = (2 x length ) + ( 2 x width )
Activity B or P = 2 x ( length + width)
Problem 1 e. 86 m
1.1 C
1.2 A
1.3 C
1.4 B
2.a. Trapezoid
1.5 D
b. 10m, 15m, 35m, 40m
c. P = a + b + c + d
or P = a + b + c + d
or P = side1 + side2 +
side3 +side4
or P = s1 + s2 +s3 +s4
d. P = 100m

3.a. Rhombus
b. 60 cm
c. P = 4 x s or P = 4s
d. 240 cm

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